Grade 5 • ask and respond to simple questions • present information about themselves • recognize and use simple greetings and expressions of politeness • communicate likes, dislikes, needs, and wants • respond to classroom instructions
Grade 6 • make and respond to simple requests • present information about themselves and others • use greetings and expressions of politeness • identify formal and informal forms of address • express preferences and interests • participate in known and predictable classroom situations
Grade 7 • ask for and give simple information • exchange information about themselves • recognize and use formal and informal forms of address • share information about activities and interests • participate in classroom activities • begin toderive meaning in new language situations
Grade 8 • ask for and give information, permission, and clarification • seek information about activities and interests • participate in familiar activities (real or simulated) • recognize events as past, present, or future • derive meaning in new language situations
Grade 9 • ask for and give assistance and detailed information • share opinions and preferences, giving reasons • describe and exchange information about activities, people, places, and things • communicate in present and future • participate in selected, meaningful, real-life situations
Grade 10 • make suggestions about everyday activities • communicate needs, desires, and emotions, giving reasons • describe events and experiences • communicate in past, present, and future • participate in a variety of meaningful, real-life situations
Grade 11 • explain how to do everyday activities or procedures • exchange opinions on topics of interest, giving reasons and reactions • describe or narrate events, situations, or experiences • use a range of vocabulary and expressions in past, present, and future • interact in a variety of meaningful, real-life situations
Grade 12 • express short- and long-term plans, goals, and intentions • exchange ideas, thoughts, and points of view, giving reasons and reactions • describe, narrate, and analyse events, situations, or experiences • use a wide range of vocabulary, complexity of expression, and idiom in past, present, and future • interact spontaneously in a variety of meaningful, real-life situations
First People's 12 PLO
Oral Language
Purposes
A1 explain the function, significance, and validity of the oral tradition
A2 interact and collaborate in pairs, small groups, and large groups to achieve common goals achieve consensus support the learning of self and others explore ideas, information, emotions, and experiences deepen discussion gain insight into others’ perspectives comprehend a variety of texts reflect and make meaning respond personally, critically, and creatively create a variety of texts
A3 express ideas, information, and understandings in a variety of situations and forms to explore and respond recall and describe narrate and explain support and extend argue, persuade, and critique engage and entertain
A4 listen to comprehend a wide range of authentic First Peoples oral texts reflecting a variety of purposes, messages, and contexts, including texts relating to life lessons individual and community responsibilities and obligations rites of passage family histories creation stories
groups, and large groups, including
initiating and sharing responsibilities
listening actively
contributing ideas and supporting the ideas of others
seeking out diverse perspectives
reaching consensus or agreeing to differ
A6 select, adapt, and apply a range of strategies to prepare formal and informal oral communications,
including
interpreting a task and setting a purpose
generating ideas
considering multiple perspectives
synthesizing relevant knowledge and experiences
planning, memorizing, and rehearsing presentations
A7 select, adapt, and apply a range of strategies to express ideas, information, and understandings in
formal and informal oral communications, including
vocal techniques
style and tone
nonverbal techniques
visual aids
organizational and memory aids
monitoring methods
A8 use listening strategies to understand, recall, and analyse a variety of texts, including
extending understanding by accessing prior knowledge
making plausible predictions
synthesizing main points
generating critical questions
clarifying and confirming meaning
30 • English 12 First Peoples
Thinking
A9 speak and listen to make personal responses to texts, by
relating reactions and emotions to understanding of the text
generating thoughtful questions
making inferences
explaining opinions using reasons and evidence
suggesting contextual influences and relationships
A10 speak and listen to interpret, analyse, and evaluate ideas, information, and understandings from a
variety of texts by
examining and comparing ideas and concepts among texts
critiquing the speaker/author’s logic, quality of evidence, and coherence
describing and critiquing perspectives
identifying and challenging bias, contradictions, and distortions
explaining the importance and impact of social, political, and historical contexts
A11 speak and listen to synthesize and extend thinking, by
personalizing ideas, information, and understandings
explaining relationships among ideas, information, and understandings
applying new ideas, information, and understandings
transforming existing ideas, information, and understandings
contextualizing ideas, information, and understandings
A12 use metacognitive strategies to reflect on and assess their speaking and listening by
referring to criteria
making connections to First Peoples principles of learning
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
Features
A13 recognize and apply the structures and features of oral language to convey and derive meaning,
including
context
text structures
syntax
diction
usage conventions
rhetorical devices
vocal techniques
nonverbal techniques
Prescribed Learning Outcomes
English 12 First Peoples • 31
Reading and Viewing
Purposes
B1 read and view, both collaboratively and independently, to comprehend a wide variety of authentic
First Peoples texts, including
at least one novel or biography
a range of short prose works
at least one play
at least one film
a range of poems
B2 read, both collaboratively and independently, to comprehend a wide variety of informational and
persuasive texts dealing with a range of First Peoples topics, such as
articles and reports
magazines and newspapers
print and electronic reference materials
advertising and promotional materials
opinion-based materials
student-generated material
B3 view, both collaboratively and independently, to comprehend a variety of visual texts representing
local and other BC First Peoples cultures, such as
documentary film and video
photographs
paintings, carvings, totems, textiles, regalia
dance, drama
masks
broadcast media
web sites
student-generated material
B4 independently select and read, for sustained periods of time, authentic First Peoples texts for
enjoyment and to increase fluency
Prescribed Learning Outcomes
32 • English 12 First Peoples
Strategies
B5 before reading and viewing, select, adapt, and apply a range of strategies to anticipate content and
construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of reading strategies to construct,
monitor, and confirm meaning, including
comparing and refining predictions, questions, images, and connections
predicting
making inferences and drawing conclusions
reading the text aloud or listening to it read aloud
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies to extend and confirm
meaning, and to consider the author’s craft, including
reflecting on predictions, connections, images, and questions made during reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
Prescribed Learning Outcomes
English 12 First Peoples • 33
Thinking
B8 explain and support personal responses to a variety of texts read and viewed, by
making comparisons, associations, or analogies to other ideas and concepts
relating reactions and emotions to understanding of the text
developing opinions using reasons and evidence
suggesting contextual influences and relationships
B9 interpret, analyse, and evaluate ideas, information, and understandings from texts read and viewed, by
critiquing logic and quality of evidence
identifying and describing diverse voices
critiquing perspectives
identifying and challenging biases, contradictions, distortions, and non-represented perspectives
explaining the importance and impact of social, political, and historical factors
B10 synthesize and extend thinking about texts read and viewed, by
personalizing ideas, information, and understandings
explaining relationships among ideas, information, and understandings
applying new ideas, information, and understandings
contextualizing ideas, information, and understandings
making connections to First Peoples principles of learning
transforming existing ideas, information, and understandings
B11 use metacognitive strategies to reflect on and assess their reading and viewing by
making connections between their exploration of personal identity and texts studied
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
Features
B12 recognize and explain how structures and features of text shape readers’ and viewers’ construction of
meaning and appreciation of the author’s craft, including
functions of text
form and genre
literary elements
literary devices
use of language
non-fiction elements
visual/aesthetic devices
B13 demonstrate increasing word skills and vocabulary knowledge by
analysing the origins and roots of words
determining meanings and uses of words based on context, including connotation and denotation
applying selected terms from First Peoples languages
discerning nuances in meaning of words, considering social, political, historical, and literary contexts
Prescribed Learning Outcomes
34 • English 12 First Peoples
Writing and Representing
Purposes
C1 write meaningful personal texts that elaborate on ideas, information, and understandings to
experiment
express self
make connections
reflect and respond
remember and recall
C2 write purposeful information texts that express ideas, information, and understandings to
explore and respond
record and describe
speculate and consider
argue and persuade
analyse and critique
engage
C3 write effective imaginative texts to develop ideas, information, and understandings to
strengthen connections and insights
explore and adapt literary forms and techniques
experiment with increasingly sophisticated language and style
engage and entertain
C4 create thoughtful representations, individually and collaboratively, that communicate ideas,
information, and understandings to
explore and respond
record and describe
explain and persuade
engage
Strategies
C5 select, adapt and apply a range of strategies to generate, develop, and organize ideas for writing and
representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and inquiry
analysing writing samples or models
setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing,
including
using a variety of oral, written, and visual sources to collect ideas and information
generating text independently and collaboratively
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
Prescribed Learning Outcomes
English 12 First Peoples • 35
Thinking
C8 write and represent to explain and support personal responses to texts by
making comparisons, associations, or analogies to other ideas and concepts
relating reactions and emotions to understanding of the text
developing opinions using reasons and evidence
suggesting contextual influences and relationships
C9 write and represent to interpret, analyse, and evaluate ideas, information, and understandings from
texts, by
critiquing the logic, quality of evidence, and coherence
relating and critiquing perspectives
identifying and challenging bias, contradictions, and distortions
explaining the importance and impact of social, political, and historical factors
C10 write and represent to synthesize and extend thinking by
personalizing ideas, information, and understandings
explaining relationships among ideas, information, and understandings
applying new ideas, information, and understandings
contextualizing ideas, information, and understandings
transforming existing ideas, information, and understandings
C11 use metacognitive strategies to reflect on and assess their writing and representing by
making connections to First Peoples principles of learning
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
Features
C12 use elements of style in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
visual/aesthetic components
C13 use elements of form in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
organization of ideas and information
text features and visual/aesthetic devices
C14 use conventions in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
grammar and usage
Canadian punctuation, capitalization, and spelling
It is expected that students will:
Grade 5
• ask and respond to simple questions
• present information about themselves
• recognize and use simple greetings and expressions of politeness
• communicate likes, dislikes, needs, and wants
• respond to classroom instructions
Grade 6
• make and respond to simple requests
• present information about themselves and others
• use greetings and expressions of politeness
• identify formal and informal forms of address
• express preferences and interests
• participate in known and predictable classroom situations
Grade 7
• ask for and give simple information
• exchange information about themselves
• recognize and use formal and informal forms of address
• share information about activities and interests
• participate in classroom activities
• begin to derive meaning in new language situations
Grade 8
• ask for and give information, permission, and clarification
• seek information about activities and interests
• participate in familiar activities (real or simulated)
• recognize events as past, present, or future
• derive meaning in new language situations
Grade 9
• ask for and give assistance and detailed information
• share opinions and preferences, giving reasons
• describe and exchange information about activities, people, places, and things
• communicate in present and future
• participate in selected, meaningful, real-life situations
Grade 10
• make suggestions about everyday activities
• communicate needs, desires, and emotions, giving reasons
• describe events and experiences
• communicate in past, present, and future
• participate in a variety of meaningful, real-life situations
Grade 11
• explain how to do everyday activities or procedures
• exchange opinions on topics of interest, giving reasons and reactions
• describe or narrate events, situations, or experiences
• use a range of vocabulary and expressions in past, present, and future
• interact in a variety of meaningful, real-life situations
Grade 12
• express short- and long-term plans, goals, and intentions
• exchange ideas, thoughts, and points of view, giving reasons and reactions
• describe, narrate, and analyse events, situations, or experiences
• use a wide range of vocabulary, complexity of expression, and idiom in past, present, and future
• interact spontaneously in a variety of meaningful, real-life situations
First People's 12 PLO
Oral Language
Purposes
A1 explain the function, significance, and validity of the oral tradition
A2 interact and collaborate in pairs, small groups, and large groups to achieve common goals achieve consensus support the learning of self and others explore ideas, information, emotions, and experiences deepen discussion gain insight into others’ perspectives comprehend a variety of texts reflect and make meaning respond personally, critically, and creatively create a variety of texts
A3 express ideas, information, and understandings in a variety of situations and forms to explore and respond recall and describe narrate and explain support and extend argue, persuade, and critique engage and entertain
A4 listen to comprehend a wide range of authentic First Peoples oral texts reflecting a variety of purposes, messages, and contexts, including texts relating to life lessons individual and community responsibilities and obligations rites of passage family histories creation stories
groups, and large groups, including
initiating and sharing responsibilities
listening actively
contributing ideas and supporting the ideas of others
seeking out diverse perspectives
reaching consensus or agreeing to differ
A6 select, adapt, and apply a range of strategies to prepare formal and informal oral communications,
including
interpreting a task and setting a purpose
generating ideas
considering multiple perspectives
synthesizing relevant knowledge and experiences
planning, memorizing, and rehearsing presentations
A7 select, adapt, and apply a range of strategies to express ideas, information, and understandings in
formal and informal oral communications, including
vocal techniques
style and tone
nonverbal techniques
visual aids
organizational and memory aids
monitoring methods
A8 use listening strategies to understand, recall, and analyse a variety of texts, including
extending understanding by accessing prior knowledge
making plausible predictions
synthesizing main points
generating critical questions
clarifying and confirming meaning
30 • English 12 First Peoples
Thinking
A9 speak and listen to make personal responses to texts, by
relating reactions and emotions to understanding of the text
generating thoughtful questions
making inferences
explaining opinions using reasons and evidence
suggesting contextual influences and relationships
A10 speak and listen to interpret, analyse, and evaluate ideas, information, and understandings from a
variety of texts by
examining and comparing ideas and concepts among texts
critiquing the speaker/author’s logic, quality of evidence, and coherence
describing and critiquing perspectives
identifying and challenging bias, contradictions, and distortions
explaining the importance and impact of social, political, and historical contexts
A11 speak and listen to synthesize and extend thinking, by
personalizing ideas, information, and understandings
explaining relationships among ideas, information, and understandings
applying new ideas, information, and understandings
transforming existing ideas, information, and understandings
contextualizing ideas, information, and understandings
A12 use metacognitive strategies to reflect on and assess their speaking and listening by
referring to criteria
making connections to First Peoples principles of learning
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
Features
A13 recognize and apply the structures and features of oral language to convey and derive meaning,
including
context
text structures
syntax
diction
usage conventions
rhetorical devices
vocal techniques
nonverbal techniques
Prescribed Learning Outcomes
English 12 First Peoples • 31
Reading and Viewing
Purposes
B1 read and view, both collaboratively and independently, to comprehend a wide variety of authentic
First Peoples texts, including
at least one novel or biography
a range of short prose works
at least one play
at least one film
a range of poems
B2 read, both collaboratively and independently, to comprehend a wide variety of informational and
persuasive texts dealing with a range of First Peoples topics, such as
articles and reports
magazines and newspapers
print and electronic reference materials
advertising and promotional materials
opinion-based materials
student-generated material
B3 view, both collaboratively and independently, to comprehend a variety of visual texts representing
local and other BC First Peoples cultures, such as
documentary film and video
photographs
paintings, carvings, totems, textiles, regalia
dance, drama
masks
broadcast media
web sites
student-generated material
B4 independently select and read, for sustained periods of time, authentic First Peoples texts for
enjoyment and to increase fluency
Prescribed Learning Outcomes
32 • English 12 First Peoples
Strategies
B5 before reading and viewing, select, adapt, and apply a range of strategies to anticipate content and
construct meaning, including
interpreting a task
setting a purpose or multiple purposes
accessing prior knowledge, including knowledge of genre, form, and context
making logical, detailed predictions
generating guiding or speculative questions
B6 during reading and viewing, select, adapt, and apply a range of reading strategies to construct,
monitor, and confirm meaning, including
comparing and refining predictions, questions, images, and connections
predicting
making inferences and drawing conclusions
reading the text aloud or listening to it read aloud
summarizing and paraphrasing
using text features
determining the meaning of unknown words and phrases
clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies to extend and confirm
meaning, and to consider the author’s craft, including
reflecting on predictions, connections, images, and questions made during reading
reviewing text and purpose for reading
making inferences and drawing conclusions
summarizing, synthesizing, and applying ideas
identifying stylistic techniques
Prescribed Learning Outcomes
English 12 First Peoples • 33
Thinking
B8 explain and support personal responses to a variety of texts read and viewed, by
making comparisons, associations, or analogies to other ideas and concepts
relating reactions and emotions to understanding of the text
developing opinions using reasons and evidence
suggesting contextual influences and relationships
B9 interpret, analyse, and evaluate ideas, information, and understandings from texts read and viewed, by
critiquing logic and quality of evidence
identifying and describing diverse voices
critiquing perspectives
identifying and challenging biases, contradictions, distortions, and non-represented perspectives
explaining the importance and impact of social, political, and historical factors
B10 synthesize and extend thinking about texts read and viewed, by
personalizing ideas, information, and understandings
explaining relationships among ideas, information, and understandings
applying new ideas, information, and understandings
contextualizing ideas, information, and understandings
making connections to First Peoples principles of learning
transforming existing ideas, information, and understandings
B11 use metacognitive strategies to reflect on and assess their reading and viewing by
making connections between their exploration of personal identity and texts studied
referring to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
Features
B12 recognize and explain how structures and features of text shape readers’ and viewers’ construction of
meaning and appreciation of the author’s craft, including
functions of text
form and genre
literary elements
literary devices
use of language
non-fiction elements
visual/aesthetic devices
B13 demonstrate increasing word skills and vocabulary knowledge by
analysing the origins and roots of words
determining meanings and uses of words based on context, including connotation and denotation
applying selected terms from First Peoples languages
discerning nuances in meaning of words, considering social, political, historical, and literary contexts
Prescribed Learning Outcomes
34 • English 12 First Peoples
Writing and Representing
Purposes
C1 write meaningful personal texts that elaborate on ideas, information, and understandings to
experiment
express self
make connections
reflect and respond
remember and recall
C2 write purposeful information texts that express ideas, information, and understandings to
explore and respond
record and describe
speculate and consider
argue and persuade
analyse and critique
engage
C3 write effective imaginative texts to develop ideas, information, and understandings to
strengthen connections and insights
explore and adapt literary forms and techniques
experiment with increasingly sophisticated language and style
engage and entertain
C4 create thoughtful representations, individually and collaboratively, that communicate ideas,
information, and understandings to
explore and respond
record and describe
explain and persuade
engage
Strategies
C5 select, adapt and apply a range of strategies to generate, develop, and organize ideas for writing and
representing, including
making connections
setting a purpose and considering audience
gathering and summarizing ideas from personal interest, knowledge, and inquiry
analysing writing samples or models
setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing,
including
using a variety of oral, written, and visual sources to collect ideas and information
generating text independently and collaboratively
organizing and synthesizing ideas and information
analysing writing samples or models
creating and consulting criteria
C7 select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including
checking work against established criteria
enhancing supporting details and examples
refining specific aspects and features of text
proofreading
Prescribed Learning Outcomes
English 12 First Peoples • 35
Thinking
C8 write and represent to explain and support personal responses to texts by
making comparisons, associations, or analogies to other ideas and concepts
relating reactions and emotions to understanding of the text
developing opinions using reasons and evidence
suggesting contextual influences and relationships
C9 write and represent to interpret, analyse, and evaluate ideas, information, and understandings from
texts, by
critiquing the logic, quality of evidence, and coherence
relating and critiquing perspectives
identifying and challenging bias, contradictions, and distortions
explaining the importance and impact of social, political, and historical factors
C10 write and represent to synthesize and extend thinking by
personalizing ideas, information, and understandings
explaining relationships among ideas, information, and understandings
applying new ideas, information, and understandings
contextualizing ideas, information, and understandings
transforming existing ideas, information, and understandings
C11 use metacognitive strategies to reflect on and assess their writing and representing by
making connections to First Peoples principles of learning
relating their work to criteria
setting goals for improvement
creating a plan for achieving goals
evaluating progress and setting new goals
Features
C12 use elements of style in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
syntax and sentence fluency
diction
point of view
literary devices
visual/aesthetic components
C13 use elements of form in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
organization of ideas and information
text features and visual/aesthetic devices
C14 use conventions in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
grammar and usage
Canadian punctuation, capitalization, and spelling
copyright and citation of references
presentation/layout